Investigating Typologies of Teachers Based on Instructional Strategies: A Latent Class Analysis of PIRLS (Progress in International Reading Literacy Study) 2011

• In Event: 32.084 - Poster Session 6
  In Poster Session: 32.084-1 - Division K Section 8 Poster Session 3

Abstract

The purpose of this study is to investigate the extent to which there exists a typology of teachers
based on their instructional strategies using the data from Progress in International Reading
Literacy Study (PIRLS: 2011). Although prior research aims to identify which teacher qualities
impact students’ learning performance, there are few studies that examine the existence of
teacher types. In this paper, we conduct a latent class analysis (LCA) to identify three significantly
different subgroups: Novice teachers, Experienced teachers, and Expert teachers. Moreover, we
find that gender and years of experience predict odds of teachers belonging to specific subgroups.
The teacher typology introduced in this article highlights the needs for teacher professional
development, policy, and practice in teacher instructional strategy use.

Authors

• Yi Zhang, Teachers College, Columbia University

• Shu-Yi Hsu, Teachers College, Columbia University